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更多“Research has found that two-year-old English children produce negative sentences such as a”相关的问题
When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.
The main point the author is making about schools is that______.
A．they should satisfy the needs of students from different family backgrounds.
B．they are often incapable of catering to the needs of talented students.
C．they should organize their classes according to the students' ability.
D．they should enroll as many gifted students as possible.
A、misunderstood
B、overestimated
C、ignored
D、misjudged
The【C2】______a meal is cooked and served is most important and an【C3】______served meal will often improve a child's appetite. Never ask a child【C4】______he likes or dislikes a food and never【C5】______likes and dislikes in front of him or allow【C6】______else to do so. If the father says he hates fat meat or the mother【C7】______vegetables in the child's hearing he is【C8】______to copy this procedure. Take it【C9】______granted that he likes everything and he probably【C10】______. Nothing healthful should be omitted from the meal because of a【C11】______dislike. At meal times it is a good【C12】______to give a child a small portion and let him【C13】______back for a second helping rather than give him as【C14】______as he is likely to eat all at once. Do not talk too much to the child【C15】______meal times, but let him get on with his food, and do not【C16】______him to leave the table immediately after a meal or he will【C17】______learn to swallow his food【C18】______he can hurry back to his toys. Under【C19】______circumstances must a child be coaxed(哄骗)【C20】______forced to eat.
【C1】
A．if
B．until
C．that
D．unless
| 完形填空。 | |||
| Most healthy children are ready to eat almost anything offered to them.A child doesn't often dislike food1it is badlycooked. The2a meal is cooked and served is the most important and serving meals3will often improve a child'sappetite (食欲). Never ask a child4he likes or dislikes afood and never5likes or dislikes before him or allow6else to do so. If the father says he hates meat or the motherrefuses vegetables in the child's hearing, he is7to copytheir words. It is important for parents to teach a child to like8and he probably9. Nothing healthful should be leftout from the meal because of a supposed10. At meal time itis a good11to give a child a small12and let him13back for a second helping rather than give him too14. Do not talk too much to the child15meal time,but let him geton with his food, and do not16him to leave the tableimmediately after a meal or he will17learn to eat his food tooquickly18he can hurry back to his toys. On19conditions (情况) must a child be coaxed (哄骗) to eat20forced to eat. | |||
| ( )1. A. if ( )2. A. means ( )3. A. anxiously ( )4. A. whether ( )5. A. say ( )6. A. everybody ( )7. A. possible ( )8. A. something ( )9. A. should ( )10. A. dislike ( )11. A. point ( )12. A. breakfast ( )13. A. ask ( )14. A. much ( )15. A. on ( )16. A. agree ( )17. A. slow ( )18. A. so that ( )19. A. some ( )20. A. or | B. until B. road B. interestingly B. what B. tell B. anybody B. friendly B. nothing B. may B. taste B. custom B. lunch B. come B. little B. for B. allow B. soon B. until B. any B. nor | C. that C. way C. carefully C. that C. discuss C. somebody C. likely C. things C. will C. love C. idea C. supper C. return C. few C. by C. admit C. quick C. before C. such C. but | D. unless D. method D. easily D. which D. speak D. nobody D. sure D. everything D. must D. imagination D. plan D. share D. take D. many D. during D. advise D. early D. though D. no D. neither |
A、Optimistic.
B、Neutral.
C、Enthusiastic.
D、Negative.
Reading for thinking Read the following passages again and write a comment on the topic Reading on Tablet by analyzing its advantages and disadvantages. You may use some evidences provided in the passage. Parents are being told to turn to iPads and Kindles to get boys interested in reading amid fears large numbers of children are shunning (避开) books at a young age. A report from the National Literacy Trust found that children aged three to five often read for longer and had a better grasp of vocabulary when accessing touch-screen technology. The study found that tablet computers (平板电脑) had a particular impact on groups that are traditionally most resistant to reading—particularly boys and infants from poor families. Researchers found that boys were more likely than girls to use technology for educational activities and to read for a relatively prolonged period. The study also found that more three-to five-year-old children now had access to e-readers in the home and the number of nurseries and childminders using the devices had almost doubled in the last 12 months from 22 to 41 per cent. Touch-screen technology “could be a vital new weapon to combat low literacy in key target groups”, the study said. But the recommendations are likely to renew concerns that exposure to screen-based entertainment at a young age risks damaging children’s development. It came as an editorial published in the latest edition of the British Journal of General Practice warned that children were “more susceptible (易受影响的) to developing a long-term problematic dependency on technology”. The essay, by Aric Sigman, an independent lecturer in child health education, quoted research that found over-exposure to video games had a similar effect on the brain as cocaine (可卡因) and alcohol addiction, with extreme users showing signs of depression, anxiety and social phobia (恐惧症). But Jonathan Douglas, the trust’s director, said it was crucial “that we recognize the opportunities that technology brings for engaging boys and poorer children in reading”. “Our research confirms that technology is playing a central role in young children’s vocabulary development,” he said. “Nearly all children have access to a touch-screen device at home and as technology advances and digital skills become increasingly important, we need to harness these developments to encourage children to become avid (热衷的) readers, whatever format they choose.” The study—jointly carried out with the publisher Pearson—was based on a survey of more than 1,000 parents with young children combined with a poll of 567 early years workers. It also analysed the link between vocabulary and reading practices among 183 three- to five-year-olds. Researchers found that 6.3 per cent of children only read “once or twice” a week and one per cent did not read at all. Traditional books were still the favored reading method for all children to read but researchers suggested that boys and infants from poor homes were increasingly shifting to technology such as the iPad, Kindle, Samsung Galaxy and Microsoft Surface.
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